Framework for TPA Alignment (abridged)
Summary
Domain 1: Knowledge
a.
b.
c.
d.
e.
f.
Demonstrating Knowledge of Content and Pedagogy
Demonstrating Knowledge of Students
Selecting Instructional Goals
Demonstrating Knowledge of Resources
Designing Coherent Instruction
Assessing Student Learning
Domain 2: Classroom Management
a. Creating an Environment of Respect and Rapport
b. Establishing a Culture for Learning
c. Managing Classroom Procedures
d. Managing Student Behavior
e. Organizing Physical Space
Domain 3: Communication Skills
a. Communicating with Students
b. Questioning and Discussion Techniques
c. Engaging Students in Learning
d. Using Assessment in Instruction
e. Demonstrating Flexibility and Responsiveness
Domain 4: Professionalism
a. Reflecting on Teaching
b. Maintaining Accurate Records
c. Communicating with Families
d. Participating in a Professional Community
e. Growing and Developing Professionally
f. Showing Professionalism
Draft: Foord, K. 9.9.12
Domain 1 Knowledge
Element 1a.
Demonstrating Knowledge of
Content and Pedagogy
Unsatisfactory
In planning and practice,
teacher makes content errors
or does not correct errors
made by students.
Teacher’s plans and practice
display little understanding
of prerequisite relationships
important to student’s
learning of the content.
Teacher displays little or no
understanding of the range
of pedagogical approaches
suitable to student’s learning
of the content.
Element 1.b
Demonstrating Knowledge of
Students
Draft: Foord, K. 9.9.12
Unsatisfactory
Teacher demonstrates little
or no understanding of how
students learn and little
knowledge of students’
backgrounds, cultures, skills,
language proficiency,
interests, and special needs
Basic
Teacher is familiar with the
important concepts in the
discipline but displays lack of
awareness of how these
concepts relate to one
another.
Teacher’s plans and practice
indicate some awareness of
prerequisite relationships,
although such knowledge
may be inaccurate or
incomplete.
Teacher’s plans and practice
reflect a limited range of
pedagogical approaches to
the discipline or to the
students.
Basic
Teacher indicates the
importance of understanding how students learn
and the students’
backgrounds, cultures, skills,
language proficiency,
interests, and special needs,
Proficient
Teacher displays solid
knowledge of the important
concepts in the discipline and
the ways they relate to one
another.
Teacher’s plans and practice
reflect accurate
understanding of
prerequisite relationships
among topics and concepts.
Teacher’s plans and practice
reflect familiarity with a wide
range of effective
pedagogical approaches in
the discipline.
Distinguished
Teacher displays extensive
knowledge of the important
concepts in the discipline and
the ways they relate both to
one another and to other
disciplines.
Teacher’s plans and practice
reflect understanding of
prerequisite relationships
among topics and concepts
and provide a link to
necessary cognitive
structures needed by
students to ensure
understanding.
Teacher’s plans and practice
reflect familiarity with a wide
range of effective
pedagogical approaches in
the discipline, anticipating
student misconceptions.
Proficient
Teacher understands the
active nature of student
learning and attains
information about levels of
development for groups of
students.
Distinguished
Teacher actively seeks
knowledge of students’ levels
of development and their
backgrounds, cultures, skills,
language proficiency,
interests, and special needs
from a variety of sources.
Element 1.c
Selecting Instructional Goals
and does not seek such
understanding.
and attains this knowledge
about the class as a whole.
The teacher also purposefully
seeks knowledge from
several sources of students’
backgrounds, cultures, skills,
language proficiency,
interests, and special needs
and attains this knowledge
about groups of students.
This information is acquired
for individual students.
Unsatisfactory
Outcomes represent low
expectations
for students and lack of rigor,
and not all of them reflect
important learning in the
discipline.
Basic
Outcomes represent
moderately high expectations
and rigor.
Proficient
Most outcomes represent
rigorous and important
learning in the discipline.
Distinguished
All outcomes represent
rigorous and important
learning in the discipline.
Some reflect important
learning in the discipline and
consist of a combination of
outcomes and activities.
All the instructional
outcomes are clear, are
written in the form of
student learning, and suggest
viable methods of
assessment.
The outcomes are clear, are
written in the form of
student learning, and permit
viable methods of
assessment.
Outcomes are stated as
activities rather than as
student learning.
Outcomes reflect only one
type of learning and only one
discipline or strand and are
suitable for only some
students.
Element 1.d
Demonstrating Knowledge of
Resources
Draft: Foord, K. 9.9.12
Unsatisfactory
Teacher is unaware of school
or district resources for
classroom use, for the
expansion of his or her own
Outcomes reflect several
types of learning, but teacher
has made no attempt at
coordination or integration.
Most of the outcomes are
suitable for most of the
students in the class in
accordance with global
assessments of student
learning.
Basic
Teacher displays basic
awareness of school or
district resources available
for classroom use, for the
Outcomes reflect several
different types of learning
and opportunities for
coordination.
Outcomes take into account
the varying needs of groups
of students.
Proficient
Teacher displays awareness
of resources—not only
through the school and
district but also through
Outcomes reflect several
different types of learning
and, where appropriate,
represent opportunities for
both coordination and
integration.
Outcomes take into account
the varying needs of
individual students.
Distinguished
Teacher displays extensive
knowledge of resources—not
only through the school and
district but also in the
Element 1.e
Designing Coherent
Instruction
knowledge, or for students.
expansion of his or her own
knowledge, and for students,
but no knowledge of
resources available more
broadly.
sources external to the
school and on the Internet—
available for classroom use,
for the expansion of his or
her own knowledge, and for
students.
community, through
professional organizations
and universities, and on the
Internet—for classroom use,
for the expansion of his or
her own knowledge, and for
students.
Unsatisfactory
The series of learning
experiences is poorly aligned
with the instructional
outcomes and does not
represent a coherent
structure.
Basic
Some of the learning
activities and materials are
suitable to the instructional
outcomes and represent a
moderate cognitive challenge
but with no differentiation
for different students.
Instructional groups partially
support the instructional
outcomes, with an effort by
the teacher at providing
some variety.
Proficient
Teacher coordinates
knowledge of content, of
students, and of resources,
to design a series of learning
experiences aligned to
instructional outcomes and
suitable to groups of
students.
Distinguished
Plans represent the
coordination of in-depth
content knowledge,
understanding of different
students’ needs, and
available resources (including
technology), resulting in a
series of learning activities
designed to engage students
in high-level cognitive
activity.
The activities are not
designed to engage students
in active intellectual activity
and have unrealistic time
allocations. Instructional
groups do not support the
instructional outcomes and
offer no variety.
Draft: Foord, K. 9.9.12
The lesson or unit has a
recognizable structure; the
progression of activities is
uneven, with most time
allocations reason- able.
The learning activities have
reasonable time allocations;
they represent significant
cognitive challenge, with
some differentiation for
differ- ent groups of
students.
The lesson or unit has a clear
structure, with appropriate
and varied use of
instructional groups.
Learning activities are
differentiated appropri- ately
for individual learners.
Instructional groups are
varied appropriately with
some opportunity for student
choice.
The lesson’s or unit’s
structure is clear and allows
for different pathways
according to diverse student
needs.
Element 1.f
Assessing Student Learning
Unsatisfactory
Assessment procedures are
not congruent with
instructional outcomes; the
proposed approach contains
no criteria or standards.
Teacher has no plan to
incorporate formative
assessment in the lesson or
unit nor any plan to use
assessment results in
designing future instruction.
Basic
Some of the instructional
outcomes are assessed
through the proposed
approach, but others are not.
Assessment criteria and
standards have been
developed, but they are not
clear.
Approach to the use of
formative assessment is
rudimentary, including only
some of the instructional
outcomes.
Teacher intends to use
assessment results to plan
for future instruction for the
class as a whole.
Proficient
Teacher’s plan for student
assessment is aligned with
the instructional outcomes;
assessment methodologies
may have been adapted for
groups of students.
Assessment criteria and
standards are clear. Teacher
has a well-developed
strategy for using formative
assessment and has designed
particular approaches to be
used.
Teacher intends to use
assessment results to plan
for future instruction for
groups of students.
Distinguished
Teacher’s plan for student
assessment is fully aligned
with the instructional
outcomes and has clear
criteria and standards that
show evidence of student
contribution to their
development.
Assessment methodologies
have been adapted for
individual students, as
needed.
The approach to using
formative assessment is well
designed and includes
student as well as teacher
use of the assessment
information. Teacher intends
to use assessment results to
plan future instruction for
individual students.
Domain 2 Classroom Management
Element 2a.
Creating an Environment of
Respect and Rapport
Draft: Foord, K. 9.9.12
Unsatisfactory
Patterns of classroom
interactions, both
between the teacher and
students and among
students, are mostly
negative, inappropriate, or
insensitive to students’
Basic
Patterns of classroom
interactions, both between
the teacher and students
and among students, are
generally appropriate but
may reflect occasional
inconsistencies, favoritism,
Proficient
Teacher-student
interactions are friendly
and demonstrate general
caring and respect. Such
interactions are
appropriate to the ages of
the students.
Distinguished
Classroom interactions
among the teacher and
individual students are
highly respectful, reflecting
genuine warmth and caring
and sensitivity to students
as individuals.
ages, cultural
backgrounds, and
developmental levels.
Interactions are
characterized by sarcasm,
put-downs, or conflict.
Teacher does not deal
with disrespectful
behavior.
Element 2b
Establishing a Culture for
Learning
Unsatisfactory
The classroom culture is
characterized by a lack of
teacher or student
commitment to learning
and/or little or no investment
of student energy into the
task at hand. Hard work is
not expected or valued.
Medium or low expectations
for student achievement are
the norm, with high
expectations for learning
reserved for only one or two
students.
Draft: Foord, K. 9.9.12
and disregard for students’
ages, cultures, and
developmental levels.
Students rarely
demonstrate disrespect for
one another.
Teacher attempts to
respond to disrespect- ful
behavior, with uneven
results. The net result of
the interactions is neutral,
convey- ing neither
warmth nor conflict.
Basic
The classroom culture is
characterized by little
commitment to learning by
teacher or students.
The teacher appears to be
only going through the
motions, and students
indicate that they are
interested in completion of a
task, rather than quality.
The teacher conveys that
student success is the result
of natural ability rather than
hard work; high expectations
for learning are reserved for
those students thought to
have a natural aptitude for
the subject.
Students exhibit respect
for the teacher. Interactions among students
are generally polite and
respectful.
Teacher responds
successfully to
disrespectful behavior
among students. The net
result of the interactions is
polite and respectful, but
impersonal.
Proficient
The classroom culture is a
cognitively busy place where
learning is valued by all, with
high expectations for
learning being the norm for
most students.
The teacher conveys that
with hard work students can
be successful.
Students understand their
role as learners and
consistently expend effort to
learn.
Classroom interactions
support learning and hard
work.
Students exhibit respect
for the teacher and
contribute to high levels of
civil interaction between
all members of the class.
The net result of
interactions is that of
connections with students
as individuals.
Distinguished
The classroom culture is a
cognitively vibrant place,
characterized by a shared
belief in the importance of
learning.
The teacher conveys high
expectations for learning by
all students and insists on
hard work.
Students assume
responsibility for high quality
by initiating improvements,
making revisions, adding
detail, and/or helping peers.
Element 2c
Managing Classroom
Procedures
Unsatisfactory
Much instructional time is
lost through inefficient
classroom routines and
procedures.
Basic
Some instructional time is
lost through only partially
effective classroom routines
and procedures.
There is little or no evidence
that the teacher is managing
instructional groups,
transitions, and/or the
handling of materials and
supplies effectively.
The teacher’s management
of instructional groups,
transitions, and/or the
handling of materials and
supplies is inconsistent, the
result being some disruption
of learning.
There is little evidence that
students know or follow
established routines.
Element 2d
Managing Student Behavior
Unsatisfactory
There appear to be no
established standards of
conduct and little or no
teacher monitoring of
student behavior.
Students challenge the
standards of conduct.
Response to students’
misbehavior is repressive or
disrespectful of student
dignity.
With regular guidance and
prompting, stu- dents follow
established routines.
Basic
Standards of conduct appear
to have been established, but
their implementation is
inconsistent.
Teacher tries, with uneven
results, to monitor student
behavior and respond to
student misbehavior.
There is inconsistent
implementation of the
standards of conduct.
Proficient
There is little loss of
instructional time because of
effective classroom routines
and
procedures.
The teacher’s management
of instructional groups and
the handling of materials and
sup- plies are consistently
successful.
Distinguished
Instructional time is
maximized because of
efficient classroom
routines and procedures.
Students contribute to
the management of
instructional groups,
transitions, and the
handling of materials
and supplies.
With minimal guidance and
prompting, students follow
established classroom
routines.
Routines are well
understood and may be
initiated by students.
Proficient
Student behavior is generally
appropriate.
Distinguished
Student behavior is entirely
appropriate.
The teacher monitors
student behavior against
established standards of
conduct.
Students take an active role
in monitoring their own
behavior and that of other
students against standards of
conduct.
Teacher response to student
misbehavior is consistent,
proportionate, respectful to
students, and effective.
Teachers’ monitoring of
student behavior is subtle
and preventive.
Teacher’s response to
student misbehavior is
sensitive to individual
Draft: Foord, K. 9.9.12
student needs and respects
students’ dignity.
Element 2e
Organizing Physical Space
Unsatisfactory
The physical environment is
unsafe, or many students
don’t have access to learning
resources.
There is poor coordination
between the les- son
activities and the
arrangement of furniture and
resources, including
computer technology.
Basic
The classroom is safe, and
essential learning is
accessible to most students.
The teacher’s use of physical
resources, including
computer technology, is
moderately effective.
Teacher makes some attempt
to modify the physical
arrangement to suit learning
activi- ties, with partial
success.
Proficient
The classroom is safe, and
learning is accessible to all
students; teacher ensures
that the physical
arrangement is appropriate
to the learning activities.
Teacher makes effective use
of physical resources,
including computer
technology.
Distinguished
The classroom is safe, and
learning is accessible to all
students, including those
with special needs.
Teacher makes effective use
of physical resources,
including computer
technology. The teacher
ensures that the physical
arrangement is appropriate
to the learning activities.
Students contribute to the
use or adaptation of the
physical environment to
advance learning
Domain 3 Communication Skills
Element 3a.
Communicating with
Students
Unsatisfactory
The instructional purpose of
the lesson is unclear to
students, and the directions
and procedures are
confusing.
The teacher’s explanation of
the content contains major
errors.
Draft: Foord, K. 9.9.12
Basic
The teacher’s attempt to
explain the instructional
purpose has only limited
success, and/or directions
and procedures must be
clarified after initial student
confusion.
Proficient
The teacher clearly
communicates instructional
purpose of the lesson,
including where it is situated
within broader learning, and
explains procedures and
directions clearly.
Distinguished
The teacher links the
instructional purpose of the
lesson to student interests;
the directions and
procedures are clear and
anticipate possible student
misunderstanding.
The teacher’s explanation of
the content may contain
Teacher’s explanation of
content is well scaffolded,
The teacher’s explanation of
content is thorough and
The teacher’s spoken or
written language contains
errors of grammar or syntax.
minor errors; some portions
are clear; other portions are
difficult to follow.
clear and accurate, and
connects with students’
knowledge and experience.
The teacher’s vocabulary is
inappropriate, vague, or used
incorrectly, leaving students
confused.
The teacher’s explanation
consists of a monologue,
with no invitation to the
students for intellectual
engagement.
During the explanation of
content, the teacher invites
student intellectual
engagement.
Teacher’s spoken language is
correct; how- ever, his or her
vocabulary is limited, or not
fully appropriate to the
students’ ages or
backgrounds.
Element 3b
Questioning and Discussion
Techniques
Draft: Foord, K. 9.9.12
Unsatisfactory
Teacher’s questions are of
low cognitive challenge,
require single correct
responses, and are asked in
rapid succession.
Basic
Teacher’s questions lead
students through
a single path of inquiry, with
answers seemingly
determined in advance.
Interaction between teacher
and students is
predominantly recitation
style, with the teacher
mediating all questions and
answers.
Alternatively, the teacher
attempts to frame some
questions designed to
promote student thinking
and understanding, but only
a few students are involved.
A few students dominate the
discussion.
Teacher attempts to engage
all students in the discussion
and to encourage them to
respond to one another, but
with uneven results.
Teacher’s spoken and written
language is clear and correct
and uses vocabulary
appropriate
to the students’ ages and
interests.
Proficient
Although the teacher may
use some low-level
questions, he or she asks the
students questions designed
to promote thinking and
understanding.
Teacher creates a genuine
discussion among students,
providing adequate time for
students to respond and
stepping aside when
appropriate.
Teacher successfully engages
most students in the
discussion, employing a
range of strategies to ensure
that most students are
clear, developing conceptual
understanding through artful
scaffolding and connecting
with students’ interests.
Students contribute to
extending the content and
help explain concepts to their
classmates.
The teacher’s spoken and
written language is
expressive, and the teacher
finds opportunities to extend
students’ vocabularies.
Distinguished
Teacher uses a variety or
series of questions or
prompts to challenge
students cognitively, advance
high-level thinking and
discourse, and promote
metacognition.
Students formulate many
questions, initiate topics, and
make unsolicited
contributions.
Students themselves ensure
that all voices are heard in
the discussion.
heard.
Element 3c
Engaging Students in
Learning
Unsatisfactory
The learning tasks and
activities, materials,
resources, instructional
groups and technology are
poorly aligned with the
instructional outcomes or
require only rote responses.
Basic
The learning tasks and
activities are partially aligned
with the instructional outcomes but require only
minimal thinking by students,
allowing most to be passive
or merely compliant.
The pace of the lesson is too
slow or too rushed.
The pacing of the lesson may
not provide students the
time needed to be
intellectually engaged.
Few students are
intellectually engaged or
interested.
Proficient
The learning tasks and
activities are aligned with the
instructional outcomes and
designed to challenge
student thinking, the result
being that most students
display active intellectual
engagement with important
and challenging content and
are supported in that
engagement by teacher
scaffolding.
The pacing of the lesson is
appropriate, providing most
students the time needed to
be intellectually engaged.
Distinguished
Virtually all students are
intellectually engaged in
challenging content through
well-designed learning tasks
and suitable scaffolding by
the teacher and fully aligned
with the instructional
outcomes.
In addition, there is evidence
of some student initiation of
inquiry and of student
contribution to the
exploration of important
content.
The pacing of the lesson
provides students the time
needed to intellectually
engage with and reflect upon
their learning and to
consolidate their
understanding.
Students may have some
choice in how they complete
tasks and may serve as
resources for one another.
Element 3d
Using Assessment in
Instruction
Draft: Foord, K. 9.9.12
Unsatisfactory
There is little or no
assessment or monitoring of
student learning; feedback is
Basic
Assessment is used
sporadically by teacher
and/or students to support
Proficient
Assessment is used regularly
by teacher and/or students
during the lesson through
Distinguished
Assessment is fully integrated
into instruction through
extensive use of formative
absent or of poor quality.
Students do not appear to be
aware of the assessment
criteria and do not engage in
self-assessment.
instruction through some
monitoring of progress in
learning.
Feedback to students is
general, students appear to
be only partially aware of the
assessment criteria used to
evaluate their work, and few
assess their own work.
Questions, prompts, and
assessments are rarely used
to diagnose evidence of
learning.
monitoring of learning
progress and results in
accurate, specific feedback
that advances learning.
Students appear to be aware
of the assessment criteria;
some of them engage in selfassessment.
Questions, prompts,
assessments are used to
diagnose evidence of
learning.
assessment.
Students appear to be aware
of, and there is some
evidence that they have
contributed to, the
assessment criteria.
Students self-assess and
monitor their progress.
A variety of feedback, from
both their teacher and their
peers, is accurate, specific,
and advances learning.
Questions, prompts,
assessments are used
regularly to diagnose
evidence of learning by
individual students.
Element 3e
Demonstrating Flexibility and
Responsiveness
Draft: Foord, K. 9.9.12
Unsatisfactory
Teacher adheres to the
instruction plan in spite of
evidence of poor student
understanding or lack of
interest.
Basic
Teacher attempts to modify
the lesson when needed and
to respond to student
questions and interests, with
moderate success.
Teacher ignores student
questions; when students
experience difficulty, the
teacher blames the students
or their home environment.
Teacher accepts
responsibility for student
success but has only a limited
repertoire of strategies to
draw upon.
Proficient
Teacher promotes the
successful learning of all
students, making minor
adjustments as
needed to instruction plans
and accommodating student
questions, needs, and
interests.
Drawing on a broad
repertoire of strategies, the
teacher persists in seeking
approaches for students who
have difficulty learning.
Distinguished
Teacher seizes an
opportunity to enhance
learning, building on a
spontaneous event or
student interests, or
successfully adjusts and
differentiates instruction to
address individual student
misunderstandings.
Teacher persists in seeking
effective approaches for
students who need help,
using an extensive repertoire
of instructional strategies
and soliciting additional
resources from the school or
community.
Domain 4: Professionalism
Element 4a.
Reflecting on Teaching
Element 4b
Maintaining Accurate
Records
Unsatisfactory
Teacher does not know
whether a lesson was
effective or achieved its
instructional outcomes, or
he/she profoundly misjudges
the success of a lesson.
Teacher has no suggestions
for how a les- son could be
improved.
Basic
Teacher has a generally
accurate impression of a
lesson’s effectiveness and
the extent to which
instructional outcomes were
met.
Unsatisfactory
Teacher’s system for
maintaining information on
student completion of
assignments and student
progress in learning is
nonexistent or in disarray.
Basic
Teacher’s system for
maintaining information
on student completion of
assignments and student
progress in learning is
rudimentary and only
partially effective.
Teacher’s records for noninstructional activities are in
disarray, resulting in errors
and confusion.
Draft: Foord, K. 9.9.12
Teacher makes general
suggestions about how a
lesson could be improved.
Teacher’s records for noninstructional activities are
adequate but require
Proficient
Teacher makes an accurate
assessment of a lesson’s
effectiveness and the extent
to which it achieved its
instructional outcomes and
can cite general references
to support the judgment.
Teacher makes a few
specific suggestions of what
could be tried another time
the lesson is taught.
Proficient
Teacher’s system for
maintaining information on
student completion of
assignments, student
progress in learning, and
non-instructional records is
fully effective.
Distinguished
Teacher makes a thoughtful
and accurate assessment of a
lesson’s effectiveness and the
extent to which it achieved
its instructional out- comes,
citing many specific examples
from the lesson and weighing
the relative strengths of
each.
Drawing on an extensive
repertoire of skills, teacher
offers specific alternative
actions, complete with the
probable success of different
courses of action
Distinguished
Teacher’s system for
maintaining information on
student completion of
assignments, student
progress in learning, and
non-instructional records is
fully effective
Students contribute
information and participate
in maintaining the records
frequent monitoring to
avoid errors.
Element 4c
Communicating with Families
Unsatisfactory
Teacher communication
with families— about the
instructional program,
about individual students—
is sporadic or cultur- ally
inappropriate.
Teacher makes no attempt to
engage fami- lies in the
instructional program
Element 4d
Participating in a Professional
Community
Unsatisfactory
Teacher’s relationships with
colleagues are negative or
self-serving.
Teacher avoids participation
in a professional culture of
inquiry, resisting
opportunities to become
involved.
Draft: Foord, K. 9.9.12
Basic
Teacher makes sporadic
attempts to communicate
with families about the
instructional program and
about the progress of
individual students but does
not attempt to engage
families in the instructional
program. Communications
are one-way and not always
appropriate to the cultural
norms of those families
Proficient
Teacher communicates
frequently with families
about the instructional
program and conveys
information about
individual student progress.
Basic
Teacher maintains cordial
relationships with colleagues
to fulfill duties that the
school or district requires.
Proficient
Teacher’s relationships with
colleagues are characterized
by mutual support and
cooperation; teacher actively
participates in a culture of
professional inquiry.
Teacher becomes involved in
the school’s culture of
professional inquiry when
invited to do so.
Distinguished
Teacher’s
communication with
families is frequent and
sensitive to cultural
traditions, with
students contributing
to the communication.
Teacher makes some
attempts to engage families Response to family
in the instructional program. concerns is handled
with professional and
Information to families is
cultural sensitivity.
conveyed in a culturally
appropriate manner
Teacher’s efforts to
engage families in
the instructional
program are
frequent and
successful.
Teacher volunteers to
participate in school events
Distinguished
Teacher’s relationships with
colleagues are characterized
by mutual support and
cooperation, with the
teacher taking initiative in
assuming leadership among
the faculty.
Teacher takes a leadership
Element 4e
Growing and Developing
Professionally
Teacher avoids becoming
involved in school events or
school and district projects.
Teacher participates in
school events and school and
district projects when
specifically asked to do so.
Unsatisfactory
Teacher engages in no
professional development
activities to enhance
knowledge or skill.
Basic
Teacher participates in
professional activities to a
limited extent when they are
convenient.
Teacher resists feedback on
teaching performance from
either supervisors or more
experienced colleagues.
Teacher accepts, with some
reluctance, feedback on
teaching performance from
both supervisors and
colleagues.
Teacher makes no effort to
share
knowledge with others or to
assume professional
responsibilities.
Element 4f
Showing Professionalism
Draft: Foord, K. 9.9.12
Teacher finds limited ways to
contribute to the profession.
and in school and district
projects, making a
substantial contribution.
Teacher volunteers to
participate in school events
and district projects making a
substantial contribution, and
assuming a leadership role in
at least one aspect of school
or district life.
Proficient
Teacher seeks out
opportunities for
professional development to
enhance content knowledge
and pedagogical skill.
Teacher welcomes feedback
from colleagues—either
when made by supervisors or
when opportunities arise
through professional
collaboration.
Teacher participates actively
in assisting other educators.
Unsatisfactory
Teacher displays dishonesty
in interactions with
colleagues, students, and the
public.
Basic
Teacher is honest in
interactions with colleagues, students, and the
public.
Teacher is not alert to
students’ needs and
Teacher attempts, though
inconsistently, to serve
role in promoting a culture of
professional inquiry.
Proficient
Teacher displays high
standards of honesty,
integrity, and confidentiality
in interactions with
colleagues, students, and the
public.
Distinguished
Teacher seeks out
opportunities for
professional development
and makes a systematic
effort to conduct action
research.
Teacher seeks out feedback
on teaching from both
supervisors and colleagues.
Teacher initiates important
activities to contribute to the
profession.
Distinguished
Teacher takes a leadership
role with colleagues and can
be counted on to hold to the
highest standards of honesty,
integrity, and confidentiality.
Teacher is highly proactive in
contributes to school
practices that result in some
students’ being ill served by
the school.
students. Teacher does not
knowingly contribute to
some students’ being ill
served by the school.
Teacher is active in serving
students, working to ensure
that all students receive a fair
opportunity to succeed.
Teacher makes decisions and
recommendations based on
self-serving interests.
Teacher does not comply
with school and district
regulations.
Teacher’s decisions and
recommendations are based
on limited but genuinely
professional considerations.
Teacher maintains an open
mind in team or
departmental decision
making.
Teacher complies minimally
with school and district
regulations, doing just
enough to get by.
Teacher complies fully with
school and district
regulations.
serving students, seeking out
resources when needed.
Teacher makes a concerted
effort to challenge negative
attitudes or practices to
ensure that all students,
particularly those
traditionally under- served,
are honored in the school.
Teacher takes a leadership
role in team or departmental
decision making and helps
ensure that such decisions
are based on the highest
professional standards.
Teacher complies fully with
school and district
regulations, taking a
leadership role with colleagues.
Draft: Foord, K. 9.9.12